The nature and composition of the qualitative and quantitative data collection methods

An appropriate set of data collection tools were to be selected based upon the population engaging in the research, timeframe as well as the research objectives. The qualitative methods consisted of:

 10 x Semi-structured in-depth interviews

 3 x Focus groups

 11 x Research diaries constructed at 3 cultural probe workshops

The quantitative methods consisted of:

 253 x ‘learning questions’ within a ‘digital engagement’ themed questionnaire

 66 x participant responses of the IT and Non IT users’ survey

It should be noted that the quantitative methods were also complemented by qualitative descriptors. As such, the mixed methods approach was qualitatively biased.

Each of the data collection methods contained questions and topics of discussion on a number of different themes. Some of these themes were related, and some were different from one another, and explored different avenues (in relation to the research objectives) altogether. They were designed to maximise the data’s richness, honesty and validity. A key part of the mixed methods approach incorporated the use of ‘triangulation’ which sought to fulfil

116 the objectives by using at least two methods, as well as to strengthen the validity of the results.

The nature and composition of the individual data collection methods is now discussed and how these relate to the research objectives (as indicated in the brackets).

3.11.1 Semi-structured in-depth interviews

The 10 semi-structured in-depth interviews that were carried out averaged 15 minutes in duration and consisted of questions and topics of discussion on the following topics and themes:

 Factors that make successful and unsuccessful learning experiences (Objective 1)

 Previous learning and support methods used and what made them ineffective or effective (Objective 1)

 Main reasons for not wanting to use ICTs (Objective 2)

 What learning and support could be considered to improve successful learning of ICTs (Objective 2)

 Potentially entertaining learning and support (Objective 2)

 Any specific learning needs or requirements when learning how to use ICTs (Objectives 1 and 2)

 Any additional needs or requirements when first learning to use ICTs (Objectives 1 and 2)

 Specifics about what furthers engagement with ICTs (e.g. motivational factors) or inhibits engagement with ICTs (Objective 2)

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 Learning virtually (Objective 1)

A pilot interview was conducted prior to carrying out the interviews. As a result, amendments were made to the wording, so that it could best be understood by the ‘older adult’ population. This was achieved by receiving assistance from them, and requesting feedback so as to improve the interview.

Personal questions included the age group, gender and whether ICTs have been used previously in a study, work or leisure setting.

The next sub section describes the nature and composition of the focus groups that were carried out.

3.11.2 Focus groups

Three focus groups were carried out, the first two of which contained the same questions and topics of discussion, derived from the interviews, and the third which was on virtual technologies. The first focus group contained four participants, the second focus group seven and the third focus group two. The lady who runs the Forum provided assistance in organising and getting together members of the Nottingham Elders Forum, which was greatly appreciated. The focus groups averaged about 1 hour 15 minutes in duration.

Focus groups 1 and 2 consisted of questions and topics around the following:

 General opinions about ICTs (Potentially fulfilling objectives 1 and 2)

 What makes older adults want to learn to use ICTs (Objective 2)

 How older adults would best like to learn to use ICTs (Objectives 1 and 2)

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 How ageing e.g. motivations, attitudes, preferences, requirements and

‘learning capacities’ influenced learning and use of ICTs (Objective 1)

 Specific or generic challenges associated with ICTs (Objective 2)

 Previous difficulties experienced (Objectives 1 and 2)

 Alternative methods not considered previously to further engagement with ICTs (Objective 2)

 Virtual platforms influencing learning of ICTs (Objectives 1 and 2)

Focus group 3 consisted of questions and topics around the following:

 Whether virtual learning methods were used previously (Objective 1)

 Perceived difficulties of using virtual technologies to learn with (Objective 1)

 What in particular made virtual technologies difficult to use (Objective 1 and 2)

 Successes of learning with technology (Objective 1 and 2)

 How virtual technologies could be improved to learn with (Objective 2)

 Common accessibility issues with many virtual technologies on the market (Objective 1 and 2)

 Ways of learning to use virtual technologies (Objective 2)

 What makes effective feedback (Objective 2)

Objective 3 was about formulating a platform with which to produce learning strategies within a framework consisting of different categories (which was the aim of the research). Objective 3 was formulated from the aim and also

119 logically took into consideration Objectives 1 and 2 as well as the analysis and interpretation frameworks. Moreover, it was imperative to produce a platform that took the data and interpretations from objectives 1 and 2, into producing learning strategies within a categorical framework. The learning strategies were a result of objectives 1, 2 and 3.

Personal questions included the age and gender of the participants in the interviews and focus groups. The next sub section details the construction of research diaries within the cultural probe workshops.

3.11.3 Cultural probe workshops constructing research diaries

Research diaries are considered ‘researcher driven’ in which data is collected and recorded based upon actions, and can be thought of as the equivalent to

‘structured observation’. Such actions are recorded contemporaneously with activities (Bryman 2012). The behaviour is being observed by the individual completing the actions as well as the researcher. The research diary in this case would be considered both a ‘structured diary’ and ‘time use’ diary (Corti 1993).

This is because there are a number of set topics and themes about which to record actions and interpretations.

Three cultural probe workshops were carried out producing 11 research diaries. Cultural probes also known as diary studies are a way in which people gather information about their activities. In the context of this research it is how ‘older adults’ learned to use two prominent mobile technologies: The Apple iPad and Cisco Flip Camera. It is an effective approach as it allows the

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‘older adults’ to use the technologies with minimal influence on their actions (Gaffney 2006). It allowed older adults to use and experience the technologies.

They could use whatever learning methods were at their disposal, including asking other members of the Nottingham Elders Forum in the workshop. Topics included:

 Preferences and non-preferences about the technology and what was liked and disliked about it

 Specific difficulties related to accessibility

 Changing circumstances that may have influenced the learning of and engagement with the mobile technologies

 How the mobile technology device could be improved after completion of the workshop.

The next sub section describes the nature and composition of the quantitative data collection methods which have complemented the qualitative methods.

3.12 The nature and composition of the quantitative data collection methods

These entailed secondary analysis of learning questions from a ‘digital

engagement’ themed questionnaire and Non IT and IT users’ surveys that were designed and distributed. The secondary analysis for the learning questions within the ‘digital engagement’ themed questionnaire work is discussed next.

121 3.12.1 Secondary analysis of learning questions from a ‘digital engagement’

themed questionnaire

Secondary analysis is when there is no involvement in the collection of the data (Bryman 2012). It involves using existing data, collected for the purposes of a prior study in order to pursue a research interest which is distinct from that of the original work (Heaton 1998). It can entail both quantitative (Dale et al.

1988) and qualitative (Corti et al. 1995) data, but for this project it will entail quantitative data from the ‘digital engagement’ questionnaire. This is a

quantitative based questionnaire provided by the SUS-IT project (a consortium of universities working collaboratively together to improve the quality of life of older people using ICTs). The learning questions (which were formal and

informal based) were quantitatively analysed and complemented by qualitative descriptors. This meant the responses were coded, counted and frequencies of the variables were compared via the data in ascending order. Qualitative descriptors and hypotheses were provided to enrich this quantitative approach, reflecting the nature of PAR. This was to allow for an easier understanding and interpretation of the findings while providing a voice for them. While this questionnaire was useful for exploring types of informal and formal learning, it was considered too ‘limited’ in terms of the option choices available to respondents, as well as not incorporating a scale. As such, two new surveys were designed and implemented: One for those who use ICTs and another for those who do not.

As such, the nature and composition of the IT users’ survey is described next.

122 3.12.2 IT Users’ Questionnaire

The IT user’s questionnaire was designed to find out how those who use ICTs learned to use them, which also reinforced or tested any previous findings found in the qualitative methods of the research. It should be noted that this survey was used to inform, mainly due to the somewhat limited sample size that was used.

 Learning and support of ICTs e.g. course at an institution, one to one personal teacher, video tutorials

 Different influences of learning ICTs e.g. structured approach, course duration and pace, formal and informal learning

 Virtual learning e.g. online communities, web based instruction, social media, mobile technologies

 Aspects of virtual learning e.g. complicated, not being sure where to start, limited access and security and content issues

The next sub section describes the Non IT users survey, which was produced in the same format as the IT users survey.

3.12.3 Non IT Users Questionnaire

The Non IT user’s questionnaire was designed to find out why those who do not use ICTs do not use them, and what could be done to further technology engagement. The topics and themes were based around the following:

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 Non-use of ICTs – e.g. not being sure where to start, not having any use for them, too complicated etc.

 External and environmental factors influencing use – e.g. access, cost of equipment, training courses

 Personal aims or aspirations to learn how to use ICTs – e.g.

communication, job help, internet bookings, news

An advantage with the surveys is that they could also be used to identify potential relationships between variables such as any gender or age group differences between learning mechanisms or aspects of learning mechanisms.

This also allowed for explanations in terms of relationships between individual variables to take place. It should be noted that the quantitative and qualitative methods will be combined, and not merely considered as separate entities.

Each analytical approach for each data collection method varied according to its nature and is described in the next section.